Search results for: Hoekstra Annemarieke
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Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning
This follow-up study explores whether and how supervision makes a difference to teacher learning. The study describes the learning process of Nicole, an experienced teacher who had participated in the initial study. This study took place in the context of a national reform in the higher levels of secondary education in the Netherlands. During the supervisory sessions, Nicole found a way of reflecting on situations. She shifted her perspective from action-oriented reflection by herself to meaning-oriented reflection together with the students. The supervisor also helped Nicole become aware of the thought patterns obstructing her in working toward her ideal.
Updated: Jul. 18, 2012
In this study, the authors examined 32 teachers' learning in an informal learning environment. The authors analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities.
Updated: Jun. 08, 2009
A study was conducted to explore how experienced teachers learn informally through classroom teaching activities. Four aspects of activities were studied: behavior, cognition, motivation and emotion. Findings demonstrate that cognitive, affective, motivational and behavioral aspects are interrelated in classroom teaching and that learning from classroom teaching occurs at several levels of awareness. The authors argue that a theory of teacher learning should account for activities involved in the alignment of behaviour to plan and for the role of motivation and emotion.
Updated: Mar. 04, 2008